Additional research questions:

Additional research questions:
1. What is the overall history of sex education in schools? How is it linked to HIV and AIDS education? When and
why was sex education fi rst introduced in schools?
57 Smith, G., Kippax, S., Aggleton, P., 2000. HIV and Sexual Health Education in Primary and Secondary Schools: Findings from Selected
Asia-Pacifi c Countries. Sydney: The University of New South Wales. This publication distinguished three broad kinds of sex education: that
which focused on anatomy, biology and physiology; that concerned with reproduction and family; and that dealing with interpersonal sexual
relations. Throughout the following discussion, the authors attempt to keep these three aspects of ‘sex education’ separate, as the manner
in which HIV and AIDS education is positioned with respect to each is of crucial importance to their argument. In general, they used the
term ‘sexual and reproductive health’ education to refer to the fi rst two – HIV and AIDS education is more often than not framed within
sexual and reproductive health. They used the term ‘sex’ education to refer to education that focuses on interpersonal sexual relations and
sexual practice.
58 UNAIDS, 2006. Report on the Global Epidemic. Chapter six (Comprehensive HIV Prevention). Geneva: UNAIDS.
59 Boler, T., 2003. The sound of silence: diffi culties in communicating on HIV and AIDS in schools. London, ActionAid International.
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2. What are the typologies of sex education described in HIV and AIDS curricula (pedagogical approaches, components,
content (condoms), context)? What is the known coverage of sex, relationships and HIV education in
schools to date?
3. How is sex taught in primary and secondary school? What are the specifi c learning outcomes by age, gender,
level, social class?
4. What constitutes a basic minimum package of quality sex, relationships and HIV education in school?
5. What is the cost of a basic minimum package of quality sex, relationships and HIV education in schools in lowincome,
middle-income and high-income countries?
6. What are the most promising approaches for sex, relationships and HIV education in schools in developing countries
(with a focus on sub-Saharan Africa)? What are some of the factors that have enabled their success?
Where possible, the focus will be on sex and HIV education programmes in developing countries, particularly in
sub-Saharan Africa. However, where particularly innovative approaches exist in Europe and North America, these
should also be included. This is also the case where a lack of evidence exists in developing countries.